1Writing for Conservation (Provisional title) C.

Velson Horie Juanita Navarro Introduction Writing a first paper can be daunting for a conservator. But conservation is full of interest and if ou !rite about !"at is interesting to ou# ot"ers !ill be interested too. We all !ant to learn about ne! t"oug"ts and tec"ni$ues t"at carr conservation for!ard. % paper is a ver efficient !a of getting t"at &essage over' to a large nu&ber of people# all over t"e !orld# for decades to co&e. (ac" person t"in)s differentl . *or t"is reason# a co&&on code "as been developed in order to &a)e it easier for ever one to follo! !"at t"e aut"or is sa ing. +"is paper describes "o! to construct a paper !it" a ,scientific, for&at. +"ere are ot"er possible for&ats# suc" as t"e essa # !"ic" "ave t"eir o!n conventions for st le and content. People !rite because t"e "ave so&et"ing to sa - a &essage. W"at is our &essage. /eep it si&ple0 +"e &ore co&ple1 t"e &essage# t"e &ore li)el t"e readers (and ou) !ill be confused. Interesting sidelines can be saved for our ne1t paper. It costs a lot of ti&e and &one to publis" a paper. +"is is !ort" !"ile if it !ill &a)e a difference to conservators or ot"er readers. +"ere are t!o &a2or ingredients to a paper# facts and opinions. +"e 3elp"ic oracle in ancient 4reece !as never !rong# because it !as 1556 fact free. 7pinion unsupported b facts &a)es a !ort"less paper. *acts are interesting onl if t"e lead to a conclusion. % paper s"ould &a)e clear !"ic" state&ents are facts and !"ic" are opinions. +"e standard for&at "elps to !rite and read papers !"ic" are clear# eas to follo! and co&plete. +"e referee and t"e editor &a point out t"e odd &uddle and even &a)e suggestions to relocate te1t. Ho!ever# a ver &uddled paper &a not be accepted if t"e editor considers it to be too fla!ed in its construction or &a as) t"e aut"or to re-!rite t"e !"ole t"ing. Conservation is fortunate in t"at encouraging referees and editors usuall provide feedbac). In general# a paper falls into four &ain parts' 1. %n introduction# outlining t"e bac)ground and stating e1plicitl t"e ai&s of t"e !or) described. 8. 7b2ective description of t"e !or) carried out and its results. 9. % discussion of t"e !or) itself and t"e success in ac"ieving its ai&. 7ne !ould nor&all include an evaluation of its !ider relevance to conservation as part of t"e conclusion. :. ;upple&entar infor&ation suc" as title# references# &aterials list. Writing is re!arding. It can carr ou into ne! !a s of t"in)ing and !or)ing. <i)e conservation# !riting re$uires its o!n discipline and preparation in order to ac"ieve a result useful to ourself and ot"ers. Preparation % conservation pro2ect can "ave t!o outco&es' t"e co&pleted ob2ect or

investigation# and t"e co&pleted paper. *or t"e treat&ent of an ob2ect# ou !ould evaluate different treat&ent options and gat"er t"e necessar &aterials# in order to ensure t"at ever t"ing essential is to "and before starting !or). % si&ilar process &ust be carried out for t"e paper. P"otograp"s and notes of t"e initial state of t"e ob2ect &ust be ta)en. It is i&possible to ta)e a ,before, p"otograp" after t"e ob2ect "as been cleaned. =ou s"ould ensure t"at our records# bot" te1t and i&ages# are suitable for publication not 2ust for arc"ival purposes. It is !ise to approac" eac" interesting pro2ect as a publication opportunit # see %ppendi1 1. (ac" pro2ect "as its conte1t !"ic" gives t"e bac)ground to our &essage. W"at are t"e crucial aspects of t"is pro2ect' art "istor # conservation tec"ni$ue# &aterials, properties. >eading and discussing t"e sub2ect before ou start can provide valuable insig"ts# prevent &ista)es and save a lot of ti&e# bot" for t"e pro2ect and t"e paper. +"is e1ploration of t"e sub2ect usuall continues fro& t"e first ti&e ou t"in) about t"e pro2ect to after it is sub&itted for publication' ou don,t stop t"in)ing about it. +"e infor&ation revealed &a even c"ange our ideas about t"e pro2ect and t"e &essage of t"e paper. W"at ou discover !ill for& t"e bul) of t"e introductor section and &uc" of t"e co&parative &aterial for t"e discussion section. +"e process of !riting People nor&all find it easier to start !it" !"at t"e )no! !ell. ;o it is often best to start !riting t"e description section detailing t"e facts of !"at ou did and !"at ou found. It is nor&al to )eep opinions out of t"is section. 7ften t"e discussion section is !ritten ne1t# !"ere t"e aut"or s"o!s "o! "is?"er opinions are derived fro& t"e !or) described in t"e paper# co&pares t"ese !it" previous !or) and t"e opinions of ot"ers# and provides a general conclusion. @suall t"e introduction is !ritten ne1t# !"ic" gives ou t"e c"ance to !rite t"e ai& in a for& t"at is pic)ed up in our conclusion. 3ifferent people c"oose different &et"ods of !riting' so&e people use cards for eac" topic# so&e prepare plans# so&e t pe straig"t into t"e co&puter. +"e i&portant t"ing is to c"oose a &et"od !it" !"ic" our are co&fortable. =ou cannot sa ever t"ing in a single paper and &uc" "as to be left out. =ou "ave to )eep focusing and re-focusing# on t"e central &essage. W"ile !riting# it is co&&on for aspects to be included# re&oved# t"en included again so&e!"ere else as our ideas develop. It is usuall productive to allo! so&eone else to read t"roug" t"e &anuscript as it develops. Criticis& at t"is stage can be "ard but it is usuall !ell &eant and it is &uc" better to respond to it earlier t"an later. ;o&eti&es a &anuscript is abandoned and a ne! and better one is !ritten. +"roug"out t"e preparation and !riting process# ou !ill be dra!ing on our o!n and ot"er peoples, observations. It is i&portant t"at for ever state&ent ou &a)e about a &aterial# a fact or an opinion# t"e reader can be referred to t"e source of t"e state&ent. +"is &a be &anufacturer,s infor&ation# a literature reference# or a personal co&&unication. %nato& of t"e paper +"e for&ats for papers specified b conservation 2ournals or conference proceedings are fairl si&ilar# but ou &ust follo! t"e appropriate guidance notes for t"e intended publication.

1. ;ignposting and ad&inistration +"e first part of t"is section is for inde1ing# so t"at potential readers can decide !"et"er t"e paper is of interest. A +itle and aut"or - +"e title reflects t"e contents of t"e paper and needs to be concise. ,;"ould !ooll bears "ave a picnic., &a be a ver catc" title# but ,Proble&s !it" de&estid infestation at t"e Buseu& of *as"ion, is &ore representative of t"e paper,s contents. It also conve s t"e infor&ation needed b readers !"en confronted !it" a list suc" as a ,Contents, page. +"e aut"ors (and t"eir affiliation) can provide clues to t"e ,!eig"t, of t"e paper. If t"ere are &ultiple aut"ors# t"e can be listed according to t"e e1tent of t"eir contribution or in alp"abetical order. A %bstract (so&eti&es called ;u&&ar ) - +"is is not an introduction# but a co&plete and independent precis of t"e paper. It allo!s t"e reader to decide at a glance !"et"er t"e paper is of interest. +"e abstract gives a s nopsis of t"e !or) b describing t"e &ain points discussed and t"e conclusions# usuall in one or t!o paragrap"s. %bstracts are also used in catalogues suc" as %%+% (%rt and %rc"aeolog +ec"nical %bstracts). +"e abstract is usuall !ritten last# !"en ou can stand bac) fro& t"e paper (and title). A /e !ords# +"e )e !ords (and title) are used to inde1 and searc" for a paper in co&puter data bases. +"e !ords s"ould reflect field# topic and contents# for instance' ,conservation# cera&ic# cleaning# c"elating agent,. 8. ;etting t"e scene A Introduction - +"is section introduces t"e reader to' t"e "istorical conte1t# t"e reasons for t"e !or)# previous publications and researc" and !" furt"er investigation is necessar # !"o co&&issioned t"e !or) and !" # t"e ai& of t"e pro2ect# etc. +"is establis"es our credibilit # to ourself and t"e reader# t"at ou actuall )no! t"e sub2ect and are !or)ing fro& sound foundations. A Bac)ground - +"is section &a be needed !"en so&e of t"e necessar infor&ation is detailed# co&ple1 or ver tec"nical# and is better described as a separate section. 9. 3escription of t"e !or) +"is describes t"e p" sical aspects of t"e process# e.g. ob2ect# procedure# results. +"e &ain purpose of t"is section is to enable t"e reader to i&agine or reproduce t"e steps and observations t"at ou !ent t"roug". It is t"e ne! insig"ts and novel &et"ods t"at are particularl valuable. Ne! findings are introduced# e1plained and developed. A Baterials and &et"ods - +"e description of an ob2ect usuall includes t"at found in standard conservation docu&entation# e.g. ob2ect,s initial state# deterioration# &aterials used# etc. (ac" part of t"is section &ust be clearl delineated. *or instance# if t"e paper describes so&e tests !"ic" !ere carried out# t"e e1peri&ental section !ould onl describe t"e e1peri&ents. +"e results#

conclusions and reco&&endations are not included "ere. +"e follo!ing are so&e e1a&ples of section "eadings found in conservation papers' 3escription. Condition. +ec"nical e1a&ination. +ec"nical investigation. (1peri&ental. ;a&ple preparation. %nal tical tec"ni$ues. Beasuring +ec"ni$ues. Current &et"ods. Baterials and &et"ods. Case studies. >eal e1a&ples. Conservation treat&ent. +"e second part of t"is section reports t"e ob2ective findings and results. A >esults - 7utco&e of t"e tests# e1peri&ents# surve # etc. W"at !as found. %n ans!ers found# interpretation and evaluation of test results. +"is section s"ould not introduce an t"ing ne! or t"at "as not alread been &entioned in t"e paper# i.e. t"is section is a direct conse$uence of t"e procedures detailed in t"e previous section# no ne! approac"es s"ould be introduced nor an sub2ective conclusions or opinions. +ables of results are invaluable for dra!ing facts toget"er and facilitating co&parisons. :. >ounding up +"is is t"e stage at !"ic" t"e facts ou observed are co&pared !it" previous )no!ledge and ou la out t"e (sub2ective) value of our results. It is often convenient to divide t"is into t"ree parts' A 3iscussion - +"e discussion s"ould be a reasoned interpretation of t"e results# co&paring eac" set of our results !it" t"ose reported else!"ere. A Conclusions - Having previousl covered all t"e relevant topics# anal sed t"e contents and discussed t"e results t"e aut"or states t"e &ain findings# for&s an opinion# and dra!s inferences. +"is is a s"ort but crucial section !"ere t"e &ain outco&es are broug"t toget"er as a co"esive !"ole. A >eco&&endations - If t"is section is included# t"e reco&&endations s"ould arise directl fro& t"e conclusions. If t"e researc" or t"e findings indicate t"at a c"ange in attitudes or procedures is desirable# t"ese c"anges are e1plained concisel . +"e reasons for t"e proposed c"anges s"ould be clear and it &ust be s"o!n t"at t"ese c"anges !ould i&prove present practice. +"is section &ig"t outline# for instance# t"e need to c"ec) t"e c"lorine content of !ater before use or identif potential researc" pro2ects. C. ;upple&entar infor&ation +"is part contains essential infor&ation t"at !ould interrupt t"e flo! of t"e paper,s argu&ent. A Healt" and safet - +"e use of &aterials# e$uip&ent or tec"ni$ues# regulations or guidelines# etc. !"ic" &ig"t "ave a detri&ental effect on t"e conservator or ot"ers. A 3isclai&ers - Increasingl # aut"ors are including state&ents to absolve t"e&selves of responsibilit fro& t"e use or &isuse of t"e infor&ation in t"e paper.

A %c)no!ledge&ents - +"e aut"or &a !is" to t"an) individuals !"o "ave "elped !it" advice and support# tec"nical "elp# per&ission to use e$uip&entD individuals or bodies for financial or ot"er assistance# etc. +"is is not a list of !"o ou )no!# but a s"ort list of t"ose people !"o reall &ade a difference to t"e process or outco&e. A >eferences - % list of e1ternal sources of infor&ation in t"e te1t. Bibliograp"ical references include' aut"or# na&e of t"e paper and in !"ic" publication# na&e of t"e publis"er# place of publication# ear of publication and page?s in !"ic" relevant infor&ation &a be found. (ac" publication follo!s a c"osen st le !"ic" is provided b t"e editor in appropriate guidance notes. >eferences are tedious to co&pile but e1tre&el i&portant to t"e reader. +"e s"ould be t ped accuratel and in t"e for&at re$uested. <etters or fact-finding conversations &a be $uoted as ,personal co&&unication,# including na&e# !or) place and date# e.g. ,;tic) # 3.# %d"esives <td.# personal co&&unication (1EEF),. A Bibliograp" - +"is is not often included and differs fro& t"e above in t"at it is a list of relevant boo)s or publications reco&&ended b t"e aut"or. In a refereed 2ournal t"is is not enoug" in itself# but &a be included to provide additional titles on t"e sub2ect. A Baterials?;uppliers# ($uip&ent - +"e "eading na&e varies. +"is is a listing of t"e &aterials (!it" c"e&ical na&es in brac)ets# !"ere relevant) and e$uip&ent used !it" t"e &anufacturer or supplier,s na&e and address. It &ust be co&plete and up-to-date# and enable t"e reader to find t"e products &entioned in t"e paper. A Biograp"ical notes - Provided !"en re$uested b t"e editor# !"o !ill give guidelines as to t"e lengt" and detail re$uired. +"e notes are relevant and brief. +"e usuall include t"e place of !or) and &a include a p"otograp" of t"e aut"or?s. A %ppendi1 - 7ne or &ore appendices &a be re$uired. +"ese are self-contained bloc)s of supple&entar infor&ation !"ic" are relevant or necessar to t"e te1t but do not fit !it"in t"e t"read of t"e narrative. (1a&ples are' co&ple1 &at"e&atical e$uationsD specification of e$uip&ent usedD standard tec"ni$ues used but !"ic" &a not be fa&iliar to readersD etc. Closing re&ar)s +"e starting point of an paper is t"e aut"or,s ent"usias& to tell t"e !orld about t"e pro2ect. Ban people are able and eager to provide "elp in ac"ieving t"is ai&. It is easier to use a language and for&at t"at is readil accessible to ot"ers. +"e guidelines given "ere are not "ard and fast rules but s"ould ease develop&ent of our ideas fro& concept t"roug" to final publication. %ppendi1 1 - +"e Paper >ollercoaster +"e follo!ing is a brief s)etc" of t"e progress of a refereed paper for a 2ournal or conference. In a refereed 2ournal t"e t pescripts are sent b t"e editor to colleagues !it" specialised )no!ledge of t"e sub2ect for co&pletel confidential co&&ent.

+"e paper rollercoaster' - 3edicated conservator carries out researc"# conservation# etc. - /een aut"or-to-be gat"ers t"e notes and relevant literature# all t"e ti&e i&agining !"at it !ill loo) li)e in print. - (nt"usiastic aut"or prepares t"e t pescript (+;) i&peccabl follo!ing t"e editor,s guidelines# e.g. correct nu&ber of co&&as in t"e references. - Illustrious aut"or saves a t"ousand !ords b c"oosing appropriate figures# and follo!s t"e editor,s guidelines. - @nsuspecting aut"or sends perfect and co&plete +; to editor b deadline. - 7&niscient editor trac)s do!n an e&inent# i&partial and !illing referee (!"ose identit is usuall un)no!n to t"e aut"or). - (agle-e ed referee reads +;. He?s"e suggests c"anges# points out fla!s or areas to be e1panded or re&oved altoget"er# repetitions# !ooll t"in)ing# unclear or insufficient e1planations# etc. - %ltruistic referee returns +; to editor pro&ptl !it" co&&ents and reco&&endations for action. - Co&&itted editor infor&s t"e aut"or of t"e decision and rela s# if appropriate# "is o!n and t"e referee,s incisive co&&ents. - Hard-pressed editor proposes a deadline for revised +;. (+"e editor !rites to t"e e1pectant aut"or sa ing ,It &a appear perfect to ou# but t"e +; needs et &ore input. %nd !e need it in t"e ne1t t!o !ee)s. Please.,) - Crus"ed aut"or retreats to corner. - +earful aut"or revises and a&ends t"e +;. - Courageous aut"or returns t"e +; to editor !it"in t"e deadline. - >igorous editor &a carr out slig"t c"anges !it"out consultation. - Harassed editor sends t"e collected +;s and dis) to t"e printers. - Bus printers t peset contents and send copies to editor for approval. - 3eter&ined editor re-reads proof and sends t"is# or galle proof# of t"e paper to aut"or for proofreading. - +"oroug" aut"or corrects cop and returns proof to fra ed editor !it"in t"e ti&e allo!ed (around t!o da s). - Hair-pulling editor returns all annotated proofs to printers# in t"e nic) of ti&e# !"o carries out t"e corrections. - (fficient printers finalise and bind publication and deliver it to t"e distributing office. - %d&iring public rus"es to read t"e latest e1citing advances. - (lated editor can rela1 and can "ave a free evening. - 4ratified referee en2o s a !ar& glo!. - <ong-suffering e&plo er is satisfied to see its na&e in print. - Proud aut"or s"o!s paper to &u&# dad or cat. - Punc" drun) conservator c"ooses a furt"er topic of researc" and e1cite&ent. %ppendi1 8 - ,%n i&age is !ort" a t"ousand !ords, +"e ter& ,*igure, covers t"e illustrations and i&ages in a publication. (ac" one s"ould be acco&panied b a co&plete descriptive caption !"ic" stands on its o!n in e1plaining t"e i&age. C"oosing appropriate illustrations is an integral part of !riting t"e te1t# and preparing t"e& in t"e correct for&at is ti&e consu&ing. <eaving it to t"e end often interferes !it" t"e publication process. A P"otograp"s - *or blac) and !"ite' printers generall prefer clear blac) and !"ite p"otograp"s !it" good contrast. Colour slides and p"otograp"s &a be acceptable but &a add to t"e production costs and not give suc" good results.

Consult t"e editor or t"e appropriate guidelines !ell before ou sub&it t"e &anuscript. - *or colour plates' clear colour slides and p"otograp"s of good $ualit are acceptable. +"e plates are often placed a!a fro& t"e &ain te1t in a colour section. - P"otograp"s are generall referred to as ,*ig. 1, !it"in t"e te1t. - Credits' t"e originator of t"e p"otograp" s"ould be ac)no!ledged. A 3ra!ings# diagra&s and grap"s - +"ese carr tec"nical infor&ation and s"ould be presented in a precise and accurate for&at. +"e i&age !ill be &uc" reduced but still needs to be readable# so t"e &ust be )ept si&ple and uncluttered# not tr ing to cra& too &uc" infor&ation# particularl !ritten# into one i&age. +"e s"ould be of a professional standard and &a be co&puter generated. +"e editor &a re$uire t"e !riting !it"in a dra!ing or diagra& to be presented in a separate s"eet of paper. - +"e are also referred to as ,*ig. 1, !it"in t"e te1t. - Credits' see P"otograp"s# above. A +ables - Contain nu&erical infor&ation# lists# etc. !"ic" &a)e difficult reading in prose for&. +"e infor&ation is easier to digest# co&pare# and even re&e&ber# in tabulated for&. +"e are usuall referred to as ,+able 1, !it"in t"e te1t. %ppendi1 9 - Helpful "ints - +"e generall accepted convention in scientific !riting is to use' - t"e t"ird person# e.g. ,+"e aut"or believes ..., (rat"er t"an t"e first person# e.g. ,I believe..., - t"e passive voice# e.g. ,% solution !as &i1ed..., (rat"er t"an t"e active voice# e. .g. ' ,+"e aut"or &i1ed a solution...,) - Ba)e sure t"at eac" sentence sa s so&et"ing significant to!ard t"e stated ai&. - %l!a s bac) up state&ents !it" our o!n evidence# a co&plete reference fro& a printed sourceD or as a ,personal co&&unication,. ,It "as been found t"at so&e &oulds catal se sucrose and turn ello!., W"o found t"at# !"ic" &ould# do our tests prove it# !"ere !as it publis"ed. - 3irect $uotes s"ould be distinguis"ed b t"e use of inverted co&&as and a full reference. - +radena&es &ust be !ritten accuratel and t"e &anufacturer ac)no!ledged. - /eep sentences to a co&fortable lengt"' one idea to one sentence. Better to err on t"e s"ort side t"an confuse or tire t"e reader. Cut !affle0 - Bullet points# lists and tables can conve infor&ation in a clear !a !"ic" is eas to read# co&pare and even to re&e&ber. - W"o is our audience. It &a be !ider t"an ou t"in)# so be careful in !"at ou assu&e t"e reader alread )no!s or understands. - %void ant"ropo&orp"ic e1pressions !"ic" endo! inani&ate t"ings or ani&als !it" "u&an attributes# e.g. ,+"e &etal bo1 !as suffering fro& corrosion,# &etal does not suffer. - Nu&ber t"e pages.